CAPÍTULO II. RÉGIMEN DE DISTRIBUCIÓN DE COMPETENCIAS Y ORGANIZACIÓN ADMINISTRATIVA:
I. El reparto competencial en materia de marina mercante
Although the literature review discussed in this study and the data collected reveal that stress among college students exists and that advisors play an important role in students’ lives, the study still has some limitations that must be recognized. The limitations of the study are listed below:
The study was limited to only one academic institution, and there is a possibility that advising practices in other institutions might differ.
The study was conducted in a business school while other departments could have revealed different results.
While the study focused on the advising process of a business school in a large urban university, it does not compare advising processes used in other schools.
The study does not expect advisors to play the role of counselors. However, advisors should be able to refer the counseling resources to students if need be.
APPENDIX A
DESCRIPTIVE VS. DEVELOPMENTAL ADVISING
Descriptive vs. Developmental Advising
Descriptive Developmental
Advisor tells student what he/she needs to know about programs and courses.
Advisor helps student learn about courses and programs for self.
Advisor knows college policies and tells student what to do.
Advisor tells student where to learn about policies and helps in understanding how they apply to him/her
Advisor tells student what schedule is best. Advisor teaches student how to register self. Advisor informs about deadlines and follows up
behind student.
Advisor informs about deadlines then lets students follow up.
Advisor tells student which classes to take. Advisor presents class options; student makes own selection.
Advisor takes responsibility for keeping advising file
updated.
Advisor and student share responsibility for file. Advisor keeps informed about academic progress
through files and records.
Advisor keeps informed about academic progress through records and talking to student about academic experiences.
Advisor tells student what to do in order to get advised.
Advisor and student reach agreement about nature of advising relationship.
Advisor uses grades and test results to determine courses most appropriate for student.
Advising and student use grades, test results, and self-determined interests and abilities to determine most appropriate courses.
Advisor specifies alternatives and indicates best choice when student faces difficult decision.
Advisor assists student in identifying alternatives and weighing consequences when facing difficult decision.
Advisor takes care of academic problems. Advisor teaches student problem-solving techniques.
Advisor does not deal with vocational opportunities in
conjunction with advising.
Advisor deals with vocational opportunities in conjunction with advising.
Advisor suggests what student should major in. Advisor suggests steps student can take to help decide on a major.
Advisor identifies realistic academic goals based on grades and test results
Advisor assists student in identifying realistic academic goals based on grades, test results, and self-understanding.
Advisor is not knowledgeable about help available with non-academic concerns.
non-academic ooncerns.
Advisor is knowledgeable about available help for non-academic concerns.
Advisor does not encourage discussion of personal problems.
Advisor encourages discussion of personal problems.
Advisor is concerned mainly about academic life of student.
Advisor is concerned about personal, social, and academic life of student.
Advisor unaware of student’s outside-the- classroom life.
Advisor shows interest in student’s out-of-class life. Advisor discusses academic and other-than- academic interests and plans.
Advisor provides information mainly about courses and class schedules.
Advisor provides information about workshops and seminars in areas such as career planning and study skills, and courses and class schedules. Advisor does not spend much time discussing time
management and study techniques
Advisor spends time discussing time management and effective study techniques.
APPENDIX B
INTERVIEW PROTOCOL
The purpose of this study is to propose recommendations for an innovative academic advising program to help students deal with college stressors associated with their academic, extra- curricular, social, career and personal experiences. The study focuses on college stressors among undergraduate business students and the perceptions by academic advisors of their capacity to identify these stressors and help students accordingly.
Information about the interviewer
Gender:
Type of School (Business, Engineering, Computing, etc.):
Role (Advisor/Counselor/Faculty Advisor):
Number of years advising students:
Interview Questions
approach?
2. What do you see as the most important considerations in advising students?
3. How many students are you advising and is this a manageable number for you?
4. How often do you meet with your advisees? Do you require meetings or are those optional?
5. Describe a typical advising meeting. Do your advising meetings only focus on academic issues or do you also personalize the meetings by discussing their career aspirations, social activities and personal interests? Are advising meetings structured and standard or more informal and individual?
6. Of the students you advise at this college, what approximate percentage is struggling with academic oriented college stressors such as academic workload, extracurricular activities, career plans, or others? And what approximate percentage is struggling with non-academic stressors such as financial issues, personal issues, or others?
7. Of the two areas just mentioned, academic stressors and non-academic, which do you find students struggle with most and why do you think that is?
8. Of the academic college stressors just mentioned (academic workload, extracurricular activities, career planning, or others you mentioned) and the non-academic stressors (financial issues, personal issues or others you mentioned) which, do you find the most prevalent and why do you think that is?
10. If not, what is your reasoning?
11. Do you feel you are prepared to help students deal with college stressors?
12. Do you think that advisors should be trained on how to help students deal with college stressors?
13. How much training have you had in this area?
14. What are your recommendations on helping students deal with college stressors? Are there any programs or activities that you would like to recommend which could help students deal with college stressors and be successful?
15. Do you think that your department offers adequate resources to help students manage college stressors?
16. Are there any systems university-wide that needs to be changed to help students manage the college stressors well?
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